This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with…

Determined whether completing an environmental studies course affected the defensibility of environmental studies. The observed trend toward a more defensible attitude supports a hypothetical connection between cognitive/affective domains and suggests that student attitudes be examined for stronger attitudinal supports rather than attitude…

Compared effectiveness of two inservice programs differing in length (long: N=296; short: N=140) and energy-related content on teacher attitudes. Although programs had differing effects on attitudes toward curriculum change and beliefs about science and science education, effects on teachers' opinions on energy issues were the same. (JN)

Twenty-seven elementary teachers participated in a National Science Foundation-sponsored energy education in-service program and 27 elementary teachers served as a control group. Results from the "Energy Inventory," developed by BSCS, indicated significant changes in knowledge possessed and opinions held about energy were achieved by…

Compared the effect of a traditional "Star Show" program and a "Participatory Oriented Program" in a small, educational planetarium on elementary school students' (N=556) achievement and attitudes. Results indicate that the latter, activity-oriented program is superior to the "Star Show" program. (JN)

The impact of summer science-enrichment programs on high-school students' science motivation and confidence was evaluated in a 7-month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program-related changes the program graduates recognized in themselves that became apparent to…